Barnard Architecture + Design Summer Ins
Architecture + Design Ins
The Barnard Architecture + Design Summer Institute explores how design impacts the
built environment through hands-on design projects, field trips, and opportunities to
meet designers and makers throughout the city.
This program introduces high school students to architecture and related fields that
contribute to the design of our city. This three-week program includes on-campus work
in the architecture design studio, computer lab, and the Barnard Design Center, as well
as field trips throughout the city to see design offices, construction projects, and
exhibitions. Students will design through drawings and models - by hand and digitally.
Summer students will be mentored by current college students majoring in architecture
and will have opportunities to meet design professionals and those who help imagine
and construct the built environment.
- MTWRF 9:30 a.m.-4:30 p.m.
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Instructor:
Lindsay Harkema
Info - 1 points
Fashion and Dress in World Cultures
Fashion and dress are considered markers of individual and social identities, used to express religious beliefs, group association, class, ceremonial functions, domestic functions, gender dynamics, and sexuality dynamics. This course will explore global fashion and dress— focusing on textiles and body ornaments used in different cultures throughout history. The course will be organized geographically—Asia, Africa, the Americas, etc. — spanning from the early modern period to the contemporary era. The course will encourage students to engage with theoretical frameworks from material culture, anthropology, history, and textile and fashion study.
- W 2 p.m.-4:30 p.m.
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Instructor:
Zingha Foma
Info - 0 points
Summer Food Institute
Barnard’s 2-Week Sustainable Food and the City introduces students to the U.S food system, examining food production, distribution, consumption, and waste management through four key lenses: agriculture; health, policy and justice; food systems and climate change; and soil health.
Each week, students will explore farms all across the city and New York state to learn hands-on from farmers growing our food. The program will invite experts and professionals from each unit to guide student's learning experience. Students will take a deep dive into each of these units to imagine a food system that produces food in an ecologically mindful way while supporting our communities and the planet.
- MTWR 2 p.m.-4:30 p.m.
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Instructor:
Leslie S Raucher
Info - 0 points
Leading by Example: Theories of Leadersh
How should those in positions of power use it? What is the role of society, mentorship, education, and individuals in preparing people for leadership roles? This course will take a historical view at the ways in which people in various cultures and societies across different time periods have sought to answer these questions. In approaching this topic, we will consider the role of exemplarity—the idea that someone else’s actions, behaviors, and political ideas might inform our own practice. To this end, we will read texts that use exemplarity to model political and non-political leadership. This class will consist of several readings, brief writing assignments, and a final in-class symposium in which students will present the results of a research project.
- W 9:30 a.m.-noon
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Instructor:
Alejandro Cuadrado
Info - 0 points
Leading by Example: Theories of Leadersh
How should those in positions of power use it? What is the role of society, mentorship, education, and individuals in preparing people for leadership roles? This course will take a historical view at the ways in which people in various cultures and societies across different time periods have sought to answer these questions. In approaching this topic, we will consider the role of exemplarity—the idea that someone else’s actions, behaviors, and political ideas might inform our own practice. To this end, we will read texts that use exemplarity to model political and non-political leadership. This class will consist of several readings, brief writing assignments, and a final in-class symposium in which students will present the results of a research project.
- W 9:30 a.m.-noon
-
Instructor:
Alejandro Cuadrado
Info - 0 points
Research and Professional Skills in STEM
Research & Professional S
This course will introduce students to concepts and methods that allow them to develop their research voice, navigate the virtual research landscape, and develop an online professional presence.
- W 9:30 a.m.-noon
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Instructor:
Jazlyn A Nketia
Info - 0 points
Research and Professional Skills in STEM
Research & Professional S
This course will introduce students to concepts and methods that allow them to develop their research voice, navigate the virtual research landscape, and develop an online professional presence.
- W 9:30 a.m.-noon
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Instructor:
Jazlyn A Nketia
Info - 0 points
Sex and Gender Across Long Time
The idea of gender is a relatively recent formulation, often complicated by the ferocity distinction between the sexes found across history. This course (divided into two parts) uses art objects, literary texts, philosophy, psychology and finally film and digital media to interrogate the ideas of sex and gender, to explore the violent ways in which female sexuality has been denied or constrained, that same sex desire was erased or pathologized, and how the transgender experience, even as it works to deny sexual difference, complicates the relations between both sex and gender.
- W 2 p.m.-4:30 p.m.
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Instructor:
Ross T Hamilton
CULPA: 25
Info
- 0 points
Sex and Gender Across Long Time
The idea of gender is a relatively recent formulation, often complicated by the ferocity distinction between the sexes found across history. This course (divided into two parts) uses art objects, literary texts, philosophy, psychology and finally film and digital media to interrogate the ideas of sex and gender, to explore the violent ways in which female sexuality has been denied or constrained, that same sex desire was erased or pathologized, and how the transgender experience, even as it works to deny sexual difference, complicates the relations between both sex and gender.
- W 2 p.m.-4:30 p.m.
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Instructor:
Ross T Hamilton
CULPA: 25
Info
- 0 points
Global Modernism
The aim of this course is to explore the history and discourses of modern art, modernism, and the
avant-garde via the social and theoretical questions understood to have driven the development
of artistic modernism around the globe from roughly 1789 to 1968. The course will be organized
according to four major lenses of inquiry: “Aesthetic Categories within Social Art Histories,”
“Formalism and Autonomy,” “Perception and Artistic Production,” and “the Role of the Mind,
or, the Beholder’s Share.” Each of these lenses, or themes, will be driven by a set of readings,
images, and key terms that together constitute “conversations,” or orientations toward the history
of modern art. An aim of this course is to enable students to identify and ultimately enter into
focused, art-historical conversations and to understand their positioning within the broader
discourse. However, because there is a fair amount of conceptual overlap among the course’s
themes, the foremost goal is to enable critical analysis of modern, visual artworks from multiple
perspectives, or within multiple frameworks. In considering the many, dynamic engagements of
theory, history, and visual artworks, this course will provide not only a strong knowledge of
modern art, modernism, and the avant-garde, it will also help students develop a sense of the
methods used to study the histories and theories of modern art.
- W 9:30 a.m.-noon
-
Instructor:
Nicole Coffineau
Info - 0 points
Global Modernism
The aim of this course is to explore the history and discourses of modern art, modernism, and the
avant-garde via the social and theoretical questions understood to have driven the development
of artistic modernism around the globe from roughly 1789 to 1968. The course will be organized
according to four major lenses of inquiry: “Aesthetic Categories within Social Art Histories,”
“Formalism and Autonomy,” “Perception and Artistic Production,” and “the Role of the Mind,
or, the Beholder’s Share.” Each of these lenses, or themes, will be driven by a set of readings,
images, and key terms that together constitute “conversations,” or orientations toward the history
of modern art. An aim of this course is to enable students to identify and ultimately enter into
focused, art-historical conversations and to understand their positioning within the broader
discourse. However, because there is a fair amount of conceptual overlap among the course’s
themes, the foremost goal is to enable critical analysis of modern, visual artworks from multiple
perspectives, or within multiple frameworks. In considering the many, dynamic engagements of
theory, history, and visual artworks, this course will provide not only a strong knowledge of
modern art, modernism, and the avant-garde, it will also help students develop a sense of the
methods used to study the histories and theories of modern art.
- W 9:30 a.m.-noon
-
Instructor:
Nicole Coffineau
Info - 0 points
Health and Society Institute
This program examines the interplay of science, medicine, and the experience of health and illness by way of epistemological questions—“How do we know what we know?”—to appreciate not only what becomes defined and recognized as a disease, but the power relationships that produce these effects. This program takes up current and historical examples to interrogate how the benefits of advances in science and medicine remain unequally shared, while exploring critical tools social scientists have offered as possible interventions. Major themes from this session will address biomedicine as a cultural system, the politics of surveillance and care, the performance and rituals of healing, the structure of the US public health system, and others. Students will be engaging with work from a range of scholars, including anthropologists, philosophers, historians, physicians, scientists, and journalists, also with an eye to how these perspectives can inform the health experience of living in New York City.
- MTWR 9:30 a.m.-noon
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Instructor:
Gina A Jae
CULPA: 1 Info - 0 points
Race, Ethnicity, and US Society
Race, Ethnicity, & US Soc
What is “race”? What is “ethnicity”? How are they related and how do they shape the life chances of people in the United States? In this class, we discuss racism’s origin story, particularly how capitalist interests motivated the creation of racial hierarchy. We focus on how White-controlled institutions and elite actors mediate racial and ethnic groups’ access to material and social resources, leading to Whites disproportionately benefiting from U.S. social processes. We investigate social processes through intersectional—noting relationships between race, class, and gender—and historical lens, highlighting how racism evolves over time in response to resistance. We also examine the consequences of racism across social domains. Our course concludes by grappling with the questions: (1) How effective have social movements, and other forms of social organization, been in resisting and ending racism? (2) What are the implications for current racial justice activism?
- W 2 p.m.-4:30 p.m.
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Instructor:
Angela Simms
Info - 0 points
Health and Society Institute Section 2
Health & Society Institut
This program examines the interplay of science, medicine, and the experience of health and illness by way of epistemological questions—“How do we know what we know?”—to appreciate not only what becomes defined and recognized as a disease, but the power relationships that produce these effects. This program takes up current and historical examples to interrogate how the benefits of advances in science and medicine remain unequally shared, while exploring critical tools social scientists have offered as possible interventions. Major themes from this session will address biomedicine as a cultural system, the politics of surveillance and care, the performance and rituals of healing, the structure of the US public health system, and others. Students will be engaging with work from a range of scholars, including anthropologists, philosophers, historians, physicians, scientists, and journalists, also with an eye to how these perspectives can inform the health experience of living in New York City.
Students will also take a concurrent course on understanding the lived experiences of health and wellness through qualitative research techniques.
- MTWR 2 p.m.-4:30 p.m.
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Instructor:
Maxine Weisgrau
CULPA: 24 Info - 0 points
Science In Your Life: Through the Eyes o
What do Diet Coke, solar panels, and synthetic organs have in common? They are all things that a chemical engineer can work on improving! Whether it's making batteries more efficient to electrify the nation, designing instruments for space exploration, or creating new, vegan products for skin care, chemical engineers are influential in all aspects of society. Ever wonder what's inside a vanadium flow battery? Have you heard of using gene therapy to cure cancer? Do you wish you knew a little more about microrobots that are used for water purification?
This course gives you a taste of everyday science in your life and shows you how chemical engineers are working towards solving the prevalent issues of the world. You'll become more knowledgeable about what goes into objects and processes you might normally overlook. We will show you what engineering hurdles the world faces today along with how you can get involved. Hopefully, you'll finish this course marveling at the recent advances of engineering and inspired to become an engineer!
- W 9:30 a.m.-noon
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Instructor:
Kevin K Turaczy
Info - 0 points
Science In Your Life: Through the Eyes o
What do Diet Coke, solar panels, and synthetic organs have in common? They are all things that a chemical engineer can work on improving! Whether it's making batteries more efficient to electrify the nation, designing instruments for space exploration, or creating new, vegan products for skin care, chemical engineers are influential in all aspects of society. Ever wonder what's inside a vanadium flow battery? Have you heard of using gene therapy to cure cancer? Do you wish you knew a little more about microrobots that are used for water purification?
This course gives you a taste of everyday science in your life and shows you how chemical engineers are working towards solving the prevalent issues of the world. You'll become more knowledgeable about what goes into objects and processes you might normally overlook. We will show you what engineering hurdles the world faces today along with how you can get involved. Hopefully, you'll finish this course marveling at the recent advances of engineering and inspired to become an engineer!
- W 9:30 a.m.-noon
-
Instructor:
Kevin K Turaczy
Info - 0 points
The Politics of Remembrance: Black Women
Rest and Resistance
This course will explore the vibrant history of activism and social organizing among African diasporic women in the Americas. It will begin by introducing essential concepts in Gender and African Diaspora history. Then, the course will discuss vignettes of African-descended women’s organizing during slavery in different areas of the Americas. Thus, it explores methods ranging from cultural and intellectual production to participation in legal culture, the cultural arts and dress, religious, spiritual, military warfare, and other forms of intersectional political activism. The course will also explore critical aspects of hemispheric American slavery and racial identity from a transnational, local, and regional perspective. After quickly reviewing the transatlantic slave trade, the course will reflect on how Black women intellectuals have organized to discuss the history and memory of slavery from the period through emancipation and the interwar period up until contemporary times. The second half of the course will reflect on how slavery has been remembered in the transatlantic world.
- W 2 p.m.-4:30 p.m.
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Instructor:
Sonya M Williams
Info - 0 points
Queer Studies
QUEER STUDIES
Without understanding the obstacles and discrimination that a group has faced, on cannot fully appreciate that their demand for equal treatment is in fact a struggle for civil rights. Covering queer U.S. History and Culture from the early 20th Century through the present, this course introduces students to how enforcement of and reaction against institutionalized discrimination have shaped the LGBTQ experience in this country. Students will learn not just about events but often-overlooked people who shaped the course of this history - often heroically. Our study of historical sources will be supplemented by visits from influential and dynamic guest speakers in the arts and humanities. Students will have an opportunity to study our guests' work in advance and discuss it with them when they visit. This course is not restricted to students who identify as LGBTQ - this history is important for everyone, so allies are welcome and encouraged!
- W 2 p.m.-4:30 p.m.
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Instructor:
Thomas March
Info - 0 points
Dystopia in the Margins
“Dystopia in the Margins” will explore dystopian fiction from the perspective of minority writers, specifically those belonging to the Asian diaspora. Over the course of three weeks, we will read and discuss three contemporary novels: Severance by Ling Ma, Never Let Me Go by Kazuo Ishiguro, and On Such a Full Sea by Chang-rae Lee. The course is designed to cultivate critical reading and writing skills, while engaging with topics such as identity, race, class, globalization, and the impact of capitalism.
Athena Summer Innovation Institute
ASII
The Athena Summer Innovation Institute is an intensive, 3-week boot camp that provides young women with the practical skills and knowledge they need to develop ideas that will make a difference in the world. Students will work in teams to create a new venture — start-up businesses, non-profit organizations, or advocacy campaigns — that have the power to disrupt traditional ways of doing things and create lasting change.
- MTWRF 1 p.m.-4:30 p.m.
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Instructor:
Deepti Sharma
Info - 0 points
Discover Dance in New York City
Dance Discovery
The goal of this course is to explore the art of dance on a global scale and gain insight into its many purposes, meanings, and functions across cultures around the world. Students will gain a deeper understanding of why and how dance has persevered and grown as a form of human expression used to convey cultural, social, or political ideas.Students will experience dance in New York City through live class and performance viewing. We will travel across the globe to witness how dance has engaged humanity for centuries, through ritual and community, identity and culture, entertainment and performance, and technology and protest.
- W 2 p.m.-4:30 p.m.
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Instructor:
Caitlin Trainor
CULPA: 11
Info
- 0 points
The Exploration of Space
For millennia, humans have gazed in wonder at the stars. Every culture developed its own mythology to make sense of the patterns in the night sky. Then, in the last century, something amazing happened. Our technology caught up to our wonder and we learned how to “slip the surly bonds of Earth.” For the past six decades, some of our most cleverly designed machines and daring explorers have helped us dip our toes into the vast cosmic ocean that surrounds our little blue marble of a home. In this course, we will study the people, science, and technology that have brought humanity some of its most captivating and unifying moments, from Isaac Newton to Neil Armstrong, from
Sputnik
to the James Webb Telescope. At the same time, we will examine the social and political reasons why nations devote talent and resources to sending those machines and people into space in the first place. We will also study the technical and human causes of noted disasters, such as
Challenger
and
Columbia.
Finally, we will consider whether, if we are careful enough, humanity may one day evolve into a truly spacefaring civilization.
- W 9:30 a.m.-noon
- 0 points
Lean in or Dig Deep
LEAN IN OR DIG DEEP
We examine the theory and practice of two “models” of feminist leadership: liberal-individualist and radical-collective. Advocates of both models seek women’s empowerment. However, they disagree over the means and ends of women’s activism. Broadly, liberal feminists seek equal power in political institutions and corporations as well as equal access to the means for social and economic advance. Liberal feminists may pursue “reproductive rights” and consider gender-equality the mark of feminist success. Social justice feminists seek nothing less than the end of sexism and all forms of subjugation (racial, class, sexual orientation ETC.) which sustain existing anti-egalitarian, sexist, racist and hetero-normative structures. Social justice feminists may pursue “reproductive justice” and consider the transformation of existing gender, social and economic relations success.
- W 2 p.m.-4:30 p.m.
- 0 points
Lean in or Dig Deep
LEAN IN OR DIG DEEP
We examine the theory and practice of two “models” of feminist leadership: liberal-individualist and radical-collective. Advocates of both models seek women’s empowerment. However, they disagree over the means and ends of women’s activism. Broadly, liberal feminists seek equal power in political institutions and corporations as well as equal access to the means for social and economic advance. Liberal feminists may pursue “reproductive rights” and consider gender-equality the mark of feminist success. Social justice feminists seek nothing less than the end of sexism and all forms of subjugation (racial, class, sexual orientation ETC.) which sustain existing anti-egalitarian, sexist, racist and hetero-normative structures. Social justice feminists may pursue “reproductive justice” and consider the transformation of existing gender, social and economic relations success.
- W 2 p.m.-4:30 p.m.
-
Instructor:
Michelle R Smith
CULPA: 1 Info - 0 points
Activist NYC: Historical Efforts to Shap
ACTIVIST NYC
Policing crime and public order has been a polarizing and politicized endeavor from the the first days that uniformed police took to Manhattan's streets in the 1840s. Since then our notions of the role of police, what needs to be policed, and by whom, have continued to be the subject of heated debate and contests over political power. This class will examine the history of the police as an institution and the politics of law and order, in order to understand how activism might contribute to how the police and policing might be shaped in the future.
- W 2 p.m.-4:30 p.m.
-
Instructor:
Oliver R Murphey
CULPA: 2 Info - 0 points
Screenwriting: The Art of Storytelling T
SCREENWRITING
This course will give you the empowering tools to recognize a creative idea in your imagination, and use the medium of screenwriting to make it come to life. You will write, workshop, or refine your voice as a screenwriter, while watching films that will inspire and challenge you. We will explore the foundations of three-act structure, beat sheets, and the Young Hero’s Journey, before interrogating how to best tell stories in our own way. Throughout this course, we will explore questions like: What makes a great opening scene you can’t turn off? How can genres like science fiction or horror enhance a story about the human experience? How do we uplift our personal experiences through memoir writing? We will study almost a dozen films, widely varied in style and approach, but almost all of them exclusively made by and starring women. In addition to classroom screenings, we will make use of incredible opportunities across New York City; past field trips have included the Museum of Modern Art and the Metrograph Theater. By the end of the course, you will have written 3-4 short screenplays. Between watching, discussing, and writing, this course is an all-encompassing love letter to film and women’s place in it.
- W 2 p.m.-4:30 p.m.
-
Instructor:
Elisabeth E Frankel
Info - 0 points
Screenwriting: The Art of Storytelling T
SCREENWRITING
This course will give you the empowering tools to recognize a creative idea in your imagination, and use the medium of screenwriting to make it come to life. You will write, workshop, or refine your voice as a screenwriter, while watching films that will inspire and challenge you. We will explore the foundations of three-act structure, beat sheets, and the Young Hero’s Journey, before interrogating how to best tell stories in our own way. Throughout this course, we will explore questions like: What makes a great opening scene you can’t turn off? How can genres like science fiction or horror enhance a story about the human experience? How do we uplift our personal experiences through memoir writing? We will study almost a dozen films, widely varied in style and approach, but almost all of them exclusively made by and starring women. In addition to classroom screenings, we will make use of incredible opportunities across New York City; past field trips have included the Museum of Modern Art and the Metrograph Theater. By the end of the course, you will have written 3-4 short screenplays. Between watching, discussing, and writing, this course is an all-encompassing love letter to film and women’s place in it.
- W 2 p.m.-4:30 p.m.
-
Instructor:
Elisabeth E Frankel
Info - 0 points
Chemical Connections and Happening
CHEM CONNECTIONS & HAPPEN
Transferring electrons. Making and breaking chemical bonds. These are among the atomic- and molecular-scale happenings that we will explore in this course, combining discussions of chemical principles with hands-on laboratory experiments. \ This is an auspicious year for chemistry: 2019 has been designated by the United Nations General Assembly and UNESCO as the International Year of the Periodic Table of Chemical Elements, in honor of the 150th anniversary of Dmitri Mendeleev’s publication of his periodic table. Along these lines, we will investigate some elemental properties through laboratory experiments on oxidation-reduction reactions and acid-base chemistry. We will also use hand-held models and computer software to visualize three-dimensional molecular structures and to calculate the distribution of electrons within molecules. Finally, we will consider connections of chemistry to philosophical, artistic, and literary questions, such as levels of “truth” in scientific theories. Curiosity and interest in chemistry are pre-requisites, but no special chemistry knowledge or background is required.
Appropriate for Grade Levels: 9, 10, 11
- W 2 p.m.-4:30 p.m.
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Instructor:
Christian Rojas
CULPA: 24
Info
- 0 points
Forensic Psychology
FORENSIC PSYCHOLOGY
This course is an examination of the interaction between the discipline of psychology and the criminal justice system. It examines the aspects of human behavior directly related to the legal process such as eyewitness memory, testimony, jury decision making, and criminal behavior in addition, the course focuses on the ethical and moral tensions that inform the law.
Appropriate for Grade Levels: 9, 10, 11
- W 2 p.m.-4:30 p.m.
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Instructor:
Joshua M Feinberg
Info - 0 points
Introduction to Writing about Literature
Intro Writing Lit & Cultu
What does it mean to close read? Does the author’s biography matter to understanding a text? What about the time and place that the text was written? This course will introduce students to a range of habits, practices, and approaches to writing about literature and culture that widen and deepen how one can respond to and interpret a novel, a poem, and various other cultural artifacts. At the same time, we will engage in writing practices that empower students to locate and articulate what interests them about a particular piece of writing or culture, to make a claim about it, and to articulate that claim against other interpretations. Foundational to this endeavor is re-envisioning the writing process, from an isolated, individual process to one that involves collaboration and conversation; copious in-class writing; peer workshops; the power of drafts and revision; and the inclusion of research and theoretical frames. We will use Jamaica Kincaid’s novella Lucy as our main text, accompanied by shorter readings and visits to the museum, Barnard library and archive and other excursions that expand the world of our writing and the objects we wish to understand.
- W 9:30 a.m.-noon
-
Instructor:
Tara Needham
Info - 0 points
Introduction to Writing about Literature
Intro Writing Lit & Cultu
What does it mean to close read? Does the author’s biography matter to understanding a text? What about the time and place that the text was written? This course will introduce students to a range of habits, practices, and approaches to writing about literature and culture that widen and deepen how one can respond to and interpret a novel, a poem, and various other cultural artifacts. At the same time, we will engage in writing practices that empower students to locate and articulate what interests them about a particular piece of writing or culture, to make a claim about it, and to articulate that claim against other interpretations. Foundational to this endeavor is re-envisioning the writing process, from an isolated, individual process to one that involves collaboration and conversation; copious in-class writing; peer workshops; the power of drafts and revision; and the inclusion of research and theoretical frames. We will use Jamaica Kincaid’s novella Lucy as our main text, accompanied by shorter readings and visits to the museum, Barnard library and archive and other excursions that expand the world of our writing and the objects we wish to understand.
- W 9:30 a.m.-noon
-
Instructor:
Tara Needham
Info - 0 points
American Gun Violence: Causes and Conseq
In the sociology course, we examine the American epidemic of gun violence through a sociological perspective. In the first week, we’ll look at what it means to think sociologically and explore the larger context of gun violence as a racialized and gendered phenomenon. In the second week, we will explore neighborhood gun violence, school (mass) shootings, and police violence as case studies to understand the root causes of violence and the short- and long-term impacts on many groups of people. In the third week, we’ll try to tie it all together by looking at promising solutions to various types of gun violence. One theme across the course will be a sociological consideration of grief and other emotions in the aftermath of gun violence -- as not just personal feelings, but emotions experienced socially, shaped by and through social interactions, and subject to social rules and restrictions which too often reflect larger societal inequalities. We will also highlight the kinds of resilience, resistance, and activism that emerge from individuals and communities after experiences of gun violence. We will examine policy debates as sociologists trying to understand their contours, the social issues at their core, and the ways political responses also reflect and even perpetuate social inequalities. Together, we’ll attempt to make sense of our three seemingly disparate case studies as part of a larger problem, explore the affective dimensions that shape this problem, and the way attuning ourselves to social and public emotions may help us see potential solutions
- W 2 p.m.-4:30 p.m.
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Instructor:
Nora M Gross
Info - 0 points
Functional Anatomy for Movement
Functional Anatomy Moveme
This is an introduction to the study of Countertechnique® taught by certified Teacher, Francesca Dominguez. Countertechnique® is a system of movement designed for dancers to practice self-direction and to cultivate availability to movement while learning to take risks. Developed over the past 25 years by Dutch choreographer, Anouk Van Dijk, the technique utilizes a task-based approach for body and mind as the vehicle to approach dance. It is a movement system that helps the dancer think with the dancing body by focusing on the process of incorporating anatomical information into action; and beginning to direct and counter-direct the body through space as an alternative to gripping or falling over. Dancers are encouraged to be proactive in discovering connections and solutions, to be less concerned with judging themselves, and to work in a healthy way physically, mentally, and emotionally. The priority is to experience clarity and enjoyment of movement while utilizing the Countertechnique® principles. ☺ www.countertechnique.com By the end of the semester, students will have a clarified relationship to space; a developed coordination and articulation of the body; they will gain knowledge about the anatomy of the body especially joint structure, location, and range; and will be able to begin Scanning – the ability to observe one’s own state-of-being and draw upon solutions according to need and/or experimentation.
- W 2 p.m.-4:30 p.m.
-
Instructor:
Francesca Dominguez
Info - 0 points
Radicalization and Education: Insight, P
Radicalization, both online and offline, poses significant challenges to societies worldwide. This course provides a comprehensive examination of the complex interplay between radicalization and education. Through lectures, discussions, readings, and practical exercises, students will develop a nuanced understanding of the multifaceted nature of radicalization and its implications for education and society at large. Using an interdisciplinary approach, students will gain insights into the processes, mechanisms, and dynamics of radicalization within educational settings. The course explores the theoretical frameworks and concepts related to radicalization, including the socio-psychological factors, group dynamics, and ideological influences that contribute to an individual's susceptibility to radical ideologies. Students will examine case studies and real-world examples to understand the various forms of radicalization, from religious extremism to political extremism. A central focus of the course is the role of education in both perpetuating and mitigating radicalization. Students will critically analyze the ways in which educational institutions can serve as breeding grounds for radical ideologies, as well as the potential of education to promote critical thinking, resilience, and social cohesion as a means of countering radicalization. By the end of the course, students will be equipped with the knowledge and tools to critically assess and respond to radicalization within educational contexts, contributing to efforts to promote tolerance, diversity, and social cohesion.
- W 9:30 a.m.-noon
- 0 points
CHANGES SPACES AND MOBILITIES: WOMEN IN
The turn-of-the-century United States was a nation on the cusp of a number of momentous social, cultural, and political movements. One of the biggest changes was in the status and role of women. From the emergence of the New Woman in the last decade of the 19th century, to the suffragette in the 1910s and the flapper in the 1920s, the roles and positions of women were expanding and evolving in unprecedented ways. Coupled with the growth and expansion of cities, women’s mobility and the spaces they occupied changed dramatically during this time period. In this course, we will examine texts that depict the situation of women and their mobility in various social and cultural contexts in the shifting urban landscape of early twentieth-century New York City. What spaces were women allowed/expected to occupy? What spaces were considered taboo or off limits? What were the effects and consequences of the spaces that women occupied? How did women’s mobility differ to men’s? How do race and class impact mobility and space? What factors influenced women’s mobility and how did these factors change/develop over time? Course materials will likely include work by Nella Larsen, Djuna Barnes, Sui Sin Far, Anzia Yezierska, Edith Wharton, and Faith Baldwin, as well as the film Skyscraper Souls
- W 9:30 a.m.-noon
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Instructor:
Kristina Chesaniuk
Info - 0 points
Gone Viral: Public Health in a Global Co
This course examines the rapidly evolving social, cultural, behavioral, political, and socioeconomic dimensions of public health in community, national, regional, and global contexts. We consider how health as well as the generation of knowledge about health are being continually re-shaped by factors such as age, gender, sexual orientation, race and ethnicity, social class, geography, and interactions within physical and digital environments. We learn how to analyze dynamic public health problems and identify agile solutions by casting light on individual risk factors as well as larger structural forces. We consider how social media enables the rapid proliferation of hotly contested messages and information about the rights of the individual versus the welfare of the public. Finally, we critically examine the ways in which our understandings of health and well-being perpetually shape, and are shaped by, health care systems in flux, the mediation of our own values, and our changing assumptions about the world. "Gone Viral: Public Health in a Global Context" is an exploration of the spread of pathogens and other health threats as well as the spread of ideas and knowledge about them via social media and other platforms. The course is offered twice during the NextGen Leadership Institute (NGLI); students may choose to register for either Session I or Session II. The course is structured around nine (9) in-person sessions that meet during a three-week period. The format combines interactive lectures with discussion-based seminars. The course introduces students to fundamental concepts and issues in public health. Students read selected excerpts from public health textbooks, public health journals, and popular magazines. Short videos, social media content, and documentary films supplement the readings, providing a diversified basis for lively collegial debate. Concurrent with class sessions, students also engage in basic research outside of the classroom by conducting rapid ethnographic assessment. Research methods include observational exercises in public spaces, recruitment of and informal interviews with respondents, small group assignments within walking distance of campus, and participant-observation in online spaces where public health ideas are evinced and negotiated. The course has six learning objectives: 1. Introduce definitions of disease, illness, and well-being from various perspectives. 2. Introduce students to a population perspective on health and disease. 3. Define and describe the social determinant
- W 2 p.m.-4:30 p.m.
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Instructor:
Steven C Alley
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Gone Viral: Public Health in a Global Co
This course examines the rapidly evolving social, cultural, behavioral, political, and socioeconomic dimensions of public health in community, national, regional, and global contexts. We consider how health as well as the generation of knowledge about health are being continually re-shaped by factors such as age, gender, sexual orientation, race and ethnicity, social class, geography, and interactions within physical and digital environments. We learn how to analyze dynamic public health problems and identify agile solutions by casting light on individual risk factors as well as larger structural forces. We consider how social media enables the rapid proliferation of hotly contested messages and information about the rights of the individual versus the welfare of the public. Finally, we critically examine the ways in which our understandings of health and well-being perpetually shape, and are shaped by, health care systems in flux, the mediation of our own values, and our changing assumptions about the world. "Gone Viral: Public Health in a Global Context" is an exploration of the spread of pathogens and other health threats as well as the spread of ideas and knowledge about them via social media and other platforms. The course is offered twice during the NextGen Leadership Institute (NGLI); students may choose to register for either Session I or Session II. The course is structured around nine (9) in-person sessions that meet during a three-week period. The format combines interactive lectures with discussion-based seminars. The course introduces students to fundamental concepts and issues in public health. Students read selected excerpts from public health textbooks, public health journals, and popular magazines. Short videos, social media content, and documentary films supplement the readings, providing a diversified basis for lively collegial debate. Concurrent with class sessions, students also engage in basic research outside of the classroom by conducting rapid ethnographic assessment. Research methods include observational exercises in public spaces, recruitment of and informal interviews with respondents, small group assignments within walking distance of campus, and participant-observation in online spaces where public health ideas are evinced and negotiated. The course has six learning objectives: 1. Introduce definitions of disease, illness, and well-being from various perspectives. 2. Introduce students to a population perspective on health and disease. 3. Define and describe the social determinant
- W 2 p.m.-4:30 p.m.
-
Instructor:
Steven C Alley
Info - 0 points